Prosafety Culinary Arts Curriculum
Unit 2
Finding Hazards in the
Restaurant Industry
Unit 2 Finding *azards in the Restaurant Industry
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Unit 2 Overview
This unit introduces students to di!erent types of job hazards in the restaurant and hospitality industry. The concept is reinforced through a hazard
mapping activity where students create hazard maps of workplaces.
Activity A. Identifying Hazards Student Pre-Test
Students complete the pre-test as a measure of what they already know about
identifying workplace health and safety hazards before lesson is taught.
Activity B. Types of Workplace Hazards: Warm-up Discussion
During a discussion, students categorize workplace hazards into four categories; Safety Hazards, Chemical Hazards, Biological Hazards, and Other
Health Hazards.
Activity C. Hazard Mapping
The Hazard Mapping activity highlights hazards found in a variety of workplaces or school cooking labs. Students create a map on which they locate,
label and categorize the di!erent hazards in that work se"ing.
Activity D. Identifying Hazards Student Post-Test
Students complete a post-test as a measure of what they have learned as a
result of presenting lesson 2.
Washington State Essential Academic Learning
Requirements (EALRs)
Health and Fitness
2.3 Acquire skills to live safely and reduce health risks
3.1 Understand how environmental factors a!ect one’s health
4.1 Analyze health and safety information
Communication
2.5 E!ectively use images to support presentations
3.1 Use language to interact e!ectively and responsibly with others
3.2 Work cooperatively as a member of a group
3.3 Seek agreement and solutions through discussion
Social Studies (Geography)
1.1 Use and construct maps, charts and other resources
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Prosafety Culinary Arts Curriculum
Finding Hazards in the Restaurant Industry
Learning Objectives
By the end of this lesson students will be able to:
•
De!ne the term job hazard.
•
Provide examples of di!erent types of job
hazards.
•
Identify a variety of health and safety
hazards found at typical worksites where
young people are employed or in culinary
arts teaching labs.
Preparing to Teach This Lesson
Time
45 minutes
Materials
• Flipchart paper
• Colored markers (5 colors per student
group)
• Job *azards (PowerPoint Slide 1)
• Sample *azard Jap (PowerPoint
Slide 2)
Before you present this lesson:
Handouts
1.
A. Identifying *azards Pre-Test
For hazard mapping activity, you will need
"ipchart paper and a set of !ve colored
markers for each small group.
2. Locate PowerPoint slides for Unit
2—Identifying Hazards on your PowerPoint
Slides CD and review them.
B. Identifying *azards Post-Test
C. Pre- and Post-Test Teacher Answer Key
Detailed Instructor’s Notes
Activity A. Identifying Hazards Pre-Test (Handout A)
Procedure:
1. Students complete a pre-test to measure their knowledge about workplace
hazards prior to exposure to the curriculum. Distribute copies of handout
A Identifying Hazards Pre-Test to students prior to introducing any of the
material in unit 2.
2. Collect the pre-test right a#er its completion. Keep it in a !le until the
Identifying Hazards Post-Test is completed at the end of the uni. Do not let
the students keep the pre-test.
3. Answers to the pre- and post-test can be found on Handout C, Identifying
Hazards Pre- and Post-Test Teacher Answer Key.
4. Collect the test and keep it on !le with the post-test.
Activity B. Types of Workplace Hazards: Warm-up Discussion
1. Remind the class that a job hazard is anything at work that can hurt you,
either physically or mentally.
Unit 2 Finding *azards in the Restaurant Industry
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Explain that some job hazards are very obvious, but that others are not. In
order to be be"er prepared to be safe on the job, it is necessary to be able
to identify di!erent types of hazards.
Tell the class that hazards can be divided into four categories. Write the
categories on the top of a piece of "ipchart paper and show PowerPoint
slide 1 Job Hazards.
Job hazards: A job hazard is anything at work that can hurt you
either physically or mentally.
• Safety hazards: Can cause immediate accidents and injuries
Examples: knives, hot grease, trip hazards, sharp edges, etc.
• Chemical hazards: Are gasses, vapors, liquids, or dusts that can
harm your body
Examples: Cleaning products, pesticides
• Biological hazards: Are living things that can cause sickness
or disease
Examples: Bacteria, viruses, or parasites
• Other health hazards: Are harmful things, not in the other
categories, that can injure you or make you sick. These hazards
are sometimes less obvious because they may not cause health
problems right away.
Examples: noise, repetitive movements
Slide 1
ProSafety for the Culinary Arts
Safety ha)ards can cause immediate accidents and injuries.
Examples: hot surfaces, slippery "oors, trip hazards, sharp edges, etc.
-hemical ha)ards are gasses, vapors, liquids, or dusts that can harm your
body.
Examples: cleaning products, pesticides, etc.
Biological ha)ards are living things—bacteria, viruses, or insects—that can
cause diseases such as "u, AIDS, hepatitis, Lyme disease, tuberculosis, and
methicillin-resistant Staphylococcus aureus (MRSA). In the workplace you can
be exposed to biological hazards through contact with used needles, sick children, animals, etc.
5ther health ha)ards include harmful things, not in the other categories, that
can injure you, make you sick, or cause you harm. These hazards are sometimes less obvious because they may not cause health problems right away.
Examples: noise, repetitive movements, awkward postures, and mental stress.
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Prosafety Culinary Arts Curriculum
2. Ask students to think about places they have worked or workplaces with
which they are familiar (restaurants, stores, movie theaters, o$ces, etc).
You may also want to use your cooking lab as work se"ing.
On the board or "ipchart paper, create a table with four columns. Add the
following headings to the top of each column: Safety Hazards, Chemical
Hazards, Biological Hazards, Other Health Hazards.
3. Have students call out possible job hazards and identify each as a safety
hazard, chemical hazard, biological hazard, or other health hazard.
List each hazard the students call out in the matching column on the table.
Alternatively, have the class generate one list of hazards and then work in
small groups to categorize them.
6Note: Students may confuse the e!ects of hazards with the hazards themselves. They may mention “cuts” for example, instead of knives, which cause
cuts. The cause is the hazard and should be listed on the chart. If students
give e!ects rather than the causes, ask them what causes the problem they
mention. This will help later when students discuss how to eliminate hazards.
Safety Hazards
Chemical Hazards
Biological Hazards
Other Health Hazards
hot surfaces
cleaning products
viruses
noise
slippery "oors
pesticides
bacteria
vibration
unsafe ladders
solvents
mold
radiation
machines without
guards
acids
animals
heat or cold
asbestos
birds
repetitive movement
sharp knives
lead
insects
awkward posture
hot grease
ozone (from copiers)
poison ivy
heavy li#ing
unsafe electric
circuits
wood dust
poison oak
fast pace of work
mercury
used needles
stress
lack of !re exits
poor air quality
motor vehicles
gasoline
areas too dark or too
bright
clu"ered work areas
falling objects
violence
Unit 2 Finding *azards in the Restaurant Industry
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Activity C. Hazard Mapping
1. You may choose to select workplaces speci!cally relevant to your program
or the experiences of your students for this exercise.
Divide the class into small groups. Assign each group a type of workplace.
You and your students can choose workplaces where young workers o#en
work, such as fast food restaurants, grocery stores, movie theaters, and
o$ces.
2. Have students draw a simple "oor plan of their workplace on "ipchart
paper using a black marker. The "oor plan should show typical rooms,
work areas, furniture, equipment, work processes, doors, and windows.
Explain that the "oor plan can be very simple.
3. Next, ask each group to think of various hazards that might be found in
their workplace. Have them mark the locations of these hazards on their
"oor plans. Using the following color code can help reinforce the di!erent
categories of hazards. (It’s not necessary to color code the categories if it
feels too complicated.)
Red = safety hazards
Green = chemical hazards
Orange = biological hazards
Blue = other health hazards
4. Show students PowerPoint slide 2, Sample Hazard Map.
Sample Hazard Map
Slide 2
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ProSafety for the Culinary Arts
Prosafety Culinary Arts Curriculum
5. Ask each group to choose someone to present their map to the entire class
later. The presenter should be ready to explain to the class what they
believe are the major hazards in this workplace.
6. Have the person selected by each group present and explain its map.
The explanation should include a list of the major hazards in this type
of workplace. As each group presents its map, list any hazards people
mention that were not previously listed on the chart created during the
introduction.
Review
1. Show PowerPoint slide 3, Finding Hazards, Key Points. Review the key
points covered in this lesson.
•
Every job has health and safety hazards.
•
You should always be aware of these hazards.
Activity D. Post-TestUIdentifying Hazards
1. Distribute copies of handout B Identifying Hazards Post-Test to students at
the end of the unit.
2. Collect the post-test right a#er its completion. Do not let the students
keep the post-test.
Unit 2 Finding *azards in the Restaurant Industry
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3. Handout C Pre- and Post-Test Teacher Answer Key is provided to help you
evaluate your students work on the test. The answer key provides possible examples of correct answers. The list is not exhaustive and student
answers may vary.
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Prosafety Culinary Arts Curriculum
Handout A
Name
Identifying Hazards Pre-Test
Date
Period
1 Injuries are the fault of the worker.
! True
! False
2 List three examples of job hazards that could be found in the restaurant
workplace.
1.
2.
3.
3 List three examples of how to protect an employee from hazards at work.
1.
2.
3.
4 What is workers’ compensation?
Unit 2 Finding *azards in the Restaurant Industry
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Handout B
Name
Identifying Hazards Post-Test
Date
Period
1 Injuries are the fault of the worker.
! True
! False
2 List three examples of job hazards that could be found in the restaurant
workplace.
1.
2.
3.
3 List three examples of how to protect an employee from hazards at work.
1.
2.
3.
4 What is workers’ compensation?
Unit 2 Finding *azards in the Restaurant Industry
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Handout C
Identifying Hazards Pre- and Post -Test Teacher Answer Key
9nstructor Note: This answer key provides possible examples of correct
answers. The list is not exhaustive and student answers may vary.
1 Injuries are the fault of the worker.
•
False
2 List three examples of job hazards that could be found in the restaurant
workplace.
•
Knives / slicers / blades / sharp edges
•
Hot grills / hot burners / hot stoves / hot cooking equipment / hot
surfaces
•
Hot oil / hot grease
•
Slippery /greasy / oily "oors
•
Hot steam / hot water
•
Cleaning chemicals /dishwashing products / detergent / sanitizers
•
Angry customers / stress / fast pace
•
Standing for long periods
•
Bending / reaching / stretching / li#ing
•
Exposure to material contaminated with blood or body "uids when
cleaning
3 List three examples of how to protect an employee from hazards at work.
Cooking equipment
•
Have guards around hot surfaces
•
Wear gloves or mi"s
•
Minors under 16 cannot cook
•
Get proper training on how to use equipment
•
Keep appliance in safe condition
Hot oil / grease
•
Wear protective clothing
•
Place food in basket !rst and then lower into hot oil, rather than
drop
Unit 2 Finding *azards in the Restaurant Industry
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Handout C
Identifying Hazards Pre- and Post -Test Teacher Answer Key
•
Use lids or covers over pans, pots or vats
•
Allow oil to cool before moving or disposing of it
•
Have splash guards
•
Use oil pans that dump automatically
Knives and slicers
•
Must be 18 to use power cu"ing equipment
•
Keep equipment guards in place
•
Get proper training
•
Unplug when cleaning
Slippery "oors
•
Clean up spills quickly
•
Keep "oor clean of debris
•
Use "oor mats
•
Wear non-slip shoes
Dishwashing products / sanitizers / cleaning products
•
Use safer products
•
Wear gloves
•
Wear eye protection
•
Have good ventilation
Contact with public
•
Have adequate security
•
Schedule at least two people per shi#
•
Good lighting and visibility
•
Use barriers where money is handled
•
Get customer service training
Standing for long periods
14
•
Use "oor mats
•
Take regular breaks
•
Rotate jobs
Prosafety Culinary Arts Curriculum
Handout C
Identifying Hazards Pre- and Post -Test Teacher Answer Key
Bending / reaching / li#ing / stretching
•
Keep heavy items on lower shelves
•
Use helpers
Exposure to items contaminated with blood or body "uids
•
Must be 18 or older to clean up
•
Wear personal protective equipment
•
Get proper training on how to clean
4 What is workers’ compensation?
It provides the employee bene!ts if they are hurt on the job, including:
•
Payment of medical expenses
•
Coverage of lost wages
Unit 2 Finding *azards in the Restaurant Industry
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